Johanna Gates
jgates at sherborneabbey.dorset.sch.uk
Tue Jun 13 14:59:12 BST 2006
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We find this software very useful. We use it for our IEPs but it is also useful giving some statistics - the data base is good but not exhaustive and we often use our own targets especially for perception and motor difficulties. It is good for teaching staff to access and use to update IEPs - though this is a new departure for us and we are only just about to start using the programme in this way. Jo ----Original Message---- From: senco-forum-request at lists.becta.org.uk Date: 13-Jun-2006 12:00 To: <senco-forum at lists.becta.org.uk> Subj: senco-forum Digest, Vol 33, Issue 13 Send senco-forum mailing list submissions to senco-forum at lists.becta.org.uk To subscribe or unsubscribe via the World Wide Web, visit http://lists.becta.org.uk/mailman/listinfo/senco-forum or, via email, send a message with subject or body 'help' to senco-forum-request at lists.becta.org.uk You can reach the person managing the list at senco-forum-owner at lists.becta.org.uk When replying, please edit your Subject line so it is more specific than "Re: Contents of senco-forum digest..." Today's Topics: 1. poison pen (Janet Barlow) 2. poison pen (Alex Hammerstein) 3. RE: poison pen (judith wolfe) 4. Re: "synthesising"multi-syllable words (Jean Hutchins) 5. Re: index to educational inclusion abbreviations of use (Jean Hutchins) 6. RE: Re: index to educational inclusion abbreviations ofuse (Alex Hammerstein) 7. RE: Re: "synthesising"multi-syllable words (The Bodiens) 8. Remedial Jolly Phonics programme (Chris Jolly) 9. Re: Re: "synthesising"multi-syllable words (Gillian Clayton) 10. Re: Remedial Jolly Phonics programme (Annie Williams) 11. RE: Free NUT SENCo course (vacancies) (WrayJanice Wray) 12. RE: negative attitude - past posting (WrayJanice Wray) 13. RE: Pupils who have difficulty"synthesising"multi-syllable words which they have correctly decoded (WrayJanice Wray) 14. RE: Pupils who have difficulty"synthesising"multi-syllable words which they have correctly decoded (WrayJanice Wray) 15. RE: Pupils who have difficulty"synthesising"multi-syllable words which they have correctly decoded (Sharon Fawcitt) 16. RE: Pupils who have difficulty"synthesising"multi-syllable words which they have correctly decoded (Alice Chenneour Randall) 17. Re: Disability Living Allowance (David Bowles) 18. RE: Remedial Jolly Phonics programme (dolfrog) 19. RE: Disability Living Allowance (Judith Stansfield) 20. that poison pen letter (Anne Stockdale) 21. Re: Men as TAs (was: negative attitude) (Barbara Hall) 22. RE: Nurture Groups- HELP PLEASE (Rebecca Doyle) 23. Re: Knowledge required please (David Bowles) 24. Paranoia at the top (was: negative attitude) (David Bowles) 25. SENCO Manger (Beverley Green) ---------------------------------------------------------------------- Message: 1 Date: Mon, 12 Jun 2006 13:16:48 +0100 (BST) From: Janet Barlow <janet.barlow at talk21.com> Subject: [senco-forum] poison pen To: senco-forum <senco-forum at lists.becta.org.uk>, janice wray <jwwray14 at hotmail.com> Message-ID: <20060612121648.26120.qmail at web86601.mail.ukl.yahoo.com> Content-Type: text/plain; charset=iso-8859-1 Dear Janice, I can quite understand how upset you must have felt by this person's actions - and the method employed. I have benefited greatly from your postings - as have my students. Your exam revision book is a standard feature within my school - all the SEN kids get one and other turtors regularly request extra copies for their pupils. I always look froward to your comments and it is patently obvious to anyone how close to your heart are the needs of all whom you teach. As a parent and a governor, I was appalled to read what had happened. This forum is such a superb resource - it is by far the best in service training that I have ever come across. Nil illigitimus carberundum ( may well be wrong spelling) Best wishes, Janet ------------------------------ Message: 2 Date: Mon, 12 Jun 2006 13:45:47 +0100 From: "Alex Hammerstein" <aph at misnet.co.uk> Subject: [senco-forum] poison pen To: "'senco-forum'" <senco-forum at lists.becta.org.uk>, "'janice wray'" <jwwray14 at hotmail.com> Message-ID: <E1Fplo9-0005po-QX at davinci.ngfl.gov.uk> Content-Type: text/plain; charset="us-ascii" Janice I have just caught up with your posting regarding the poison pen you have received. Firstly I am so sorry that you have had to suffer at the hands of this cretin, I am appalled that a school governor (if indeed this person is) could act in such a way. Not only have they not got the courage of their own convictions, but is a coward and a bully, and should not be within 100 miles of children. I understand that you only have a copy of your email and a letter, in which case apart from knowing that they are within the Harlow LEA, it is hard to track them down. If you had an actual email you would probably have been able to pinpoint them, and I am sure would have had great pleasure in exposing thme for what they - a worthless creep. Take heart from all the support you have received and please, please don't leave the forum. Alex ------------------------------ Message: 3 Date: Mon, 12 Jun 2006 17:46:41 +0200 (CEST) From: judith wolfe <member at wolfe83.freeserve.co.uk> Subject: RE: [senco-forum] poison pen To: aph at misnet.co.uk, 'senco-forum' <senco-forum at lists.becta.org.uk>, 'janice wray' <jwwray14 at hotmail.com> Message-ID: <24946938.1150127201379.JavaMail.www at wwinf3002> Content-Type: text/plain; charset=UTF-8 Dear Janice, I am shocked and appalled at the letter you have received. Please do not leave the forum as you make such excellent helpful and worth while contributions. This person has a real problem! Hope the support you have had is of some help to you to put this action into context. Best wishes Judith Wolfe ======================================== Message Received: Jun 12 2006, 01:46 PM From: "Alex Hammerstein" To: "'senco-forum'" , "'janice wray'" Cc: Subject: [senco-forum] poison pen Janice I have just caught up with your posting regarding the poison pen you have received. Firstly I am so sorry that you have had to suffer at the hands of this cretin, I am appalled that a school governor (if indeed this person is) could act in such a way. Not only have they not got the courage of their own convictions, but is a coward and a bully, and should not be within 100 miles of children. I understand that you only have a copy of your email and a letter, in which case apart from knowing that they are within the Harlow LEA, it is hard to track them down. If you had an actual email you would probably have been able to pinpoint them, and I am sure would have had great pleasure in exposing thme for what they - a worthless creep. Take heart from all the support you have received and please, please don't leave the forum. AlexFrom mary.kelly4 at ntlworld.com Mon Jun 12 17:36:08 2006 Received: from mail30.messagelabs.com ([193.109.254.163]) by davinci.ngfl.gov.uk with smtp (Exim 4.20) id 1FppOa-0006G4-H8 for senco-forum at lists.becta.org.uk; Mon, 12 Jun 2006 17:36:08 +0100 X-VirusChecked: Checked X-Env-Sender: mary.kelly4 at ntlworld.com X-Msg-Ref: server-9.tower-30.messagelabs.com!1150130137!31959188!1 X-StarScan-Version: 5.5.10.7; banners=-,-,- X-Originating-IP: [81.103.221.49] X-SpamReason: No, hits=0.5 required=7.0 tests=BODY_RANDOM_LONG Received: (qmail 4817 invoked from network); 12 Jun 2006 16:35:37 -0000 Received: from mta09-winn.ispmail.ntl.com (HELO mtaout03-winn.ispmail. ntl.com) (81.103.221.49) by server-9.tower-30.messagelabs.com with SMTP; 12 Jun 2006 16:35:37 -0000 Received: from aamtaout01-winn.ispmail.ntl.com ([81.103.221.35]) by mtaout03-winn.ispmail.ntl.com with ESMTP id <20060612163536.SPKV27969.mtaout03-winn.ispmail.ntl.com at aamtaout01- winn.ispmail.ntl.com> for <senco-forum at lists.becta.org.uk>; Mon, 12 Jun 2006 17:35:36 +0100 Received: from arthur ([86.20.230.79]) by aamtaout01-winn.ispmail.ntl. com with ESMTP id <20060612163536.OLKT19763.aamtaout01-winn.ispmail.ntl.com at arthur> for <senco-forum at lists.becta.org.uk>; Mon, 12 Jun 2006 17:35:36 +0100 From: "Mary Kelly" <mary.kelly4 at ntlworld.com> To: "'senco-forum'" <senco-forum at lists.becta.org.uk> Subject: RE: [senco-forum] poison pen Date: Mon, 12 Jun 2006 17:35:34 +0100 Message-ID: <000501c68e3e$3be30c90$0300a8c0 at arthur> MIME-Version: 1.0 Content-Type: text/plain; charset="windows-1250" Content-Transfer-Encoding: 7bit X-Priority: 3 (Normal) X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook, Build 10.0.2616 Importance: Normal X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2800.1165 In-Reply-To: <20060612121648.26120.qmail at web86601.mail.ukl.yahoo.com> X-BeenThere: senco-forum at lists.becta.org.uk X-Mailman-Version: 2.1.2 Precedence: list List-Id: for discussing issues relating to the work of Sencos <senco-forum.lists.becta.org.uk> List-Unsubscribe: <http://lists.becta.org.uk/mailman/listinfo/senco- forum>, <mailto:senco-forum-request at lists.becta.org.uk?subject=unsubscribe> List-Archive: <http://lists.becta.org.uk/pipermail/senco-forum> List-Post: <mailto:senco-forum at lists.becta.org.uk> List-Help: <mailto:senco-forum-request at lists.becta.org.uk? subject=help> List-Subscribe: <http://lists.becta.org.uk/mailman/listinfo/senco- forum>, <mailto:senco-forum-request at lists.becta.org.uk?subject=subscribe> I second that. Don't let them get to you Janice! Mary -----Original Message----- From: senco-forum-bounces at lists.becta.org.uk [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Janet Barlow Sent: 12 June 2006 13:17 To: senco-forum; janice wray Subject: [senco-forum] poison pen Dear Janice, I can quite understand how upset you must have felt by this person's actions - and the method employed. I have benefited greatly from your postings - as have my students. Your exam revision book is a standard feature within my school - all the SEN kids get one and other turtors regularly request extra copies for their pupils. I always look froward to your comments and it is patently obvious to anyone how close to your heart are the needs of all whom you teach. As a parent and a governor, I was appalled to read what had happened. This forum is such a superb resource - it is by far the best in service training that I have ever come across. Nil illigitimus carberundum ( may well be wrong spelling) Best wishes, Janet -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.394 / Virus Database: 268.8.3/361 - Release Date: 11/06/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.394 / Virus Database: 268.8.3/361 - Release Date: 11/06/2006 ------------------------------ Message: 4 Date: Mon, 12 Jun 2006 17:36:40 +0100 From: Jean Hutchins <jeanhutchins2000 at yahoo.co.uk> Subject: [senco-forum] Re: "synthesising"multi-syllable words To: senco-forum at lists.becta.org.uk Message-ID: <448D9818.4000400 at yahoo.co.uk> Content-Type: text/plain; charset=ISO-8859-1; format=flowed On 12:00 Sharon Fawcitt wrote: > Can anyone tell me how I can help her? If u say the syllables can she synthesise them? Can she do the process in reverse? e.g. if u say a multi-syllable word and say how many syllables it has, can she split it into that number of syllables? Start just with 2-syllable, then 3, then more. Then, immediately, later, next day, can she synthesise syllables for words that she has split? Jean ----------------------------------------- Jean Hutchins, SE Surrey DA. RSA Dip SpLD, AMBDA, retired. E-mail: JeanHutchins2000 at yahoo.co.uk British Dyslexia Association Web: www.bdadyslexia.org (Also into spelling reform www.spellingsociety.org) ------------------------------------------------------------------------- ___________________________________________________________ Now you can scan emails quickly with a reading pane. Get the new Yahoo! Mail. http://uk.docs.yahoo.com/nowyoucan.html ------------------------------ Message: 5 Date: Mon, 12 Jun 2006 18:05:11 +0100 From: Jean Hutchins <jeanhutchins2000 at yahoo.co.uk> Subject: [senco-forum] Re: index to educational inclusion abbreviations of use To: senco-forum at lists.becta.org.uk Message-ID: <448D9EC7.3060700 at yahoo.co.uk> Content-Type: text/plain; charset=ISO-8859-1; format=flowed On 12:00 David Wilson wrote: > I've been working on an index to educational inclusion abbreviations > of use That is a super list, thx. Now will u please listen to it with textreading software. Adobe Reader 7 has its own textreader, View/Read Out Loud (poor but free). I think u will then put stops after each term which might stop it gabbling on to the next abbreviation. (I do not know why it regards a term and the following abbreviation as one sentence for PDF Aloud.) I think u will put stops in acronyms that u do not want to be said as words, e.g. ADD 'add', HE 'he', ICT 'iked' as in 'liked', LEA 'lee'. It is not as simple as putting stops in all abbreviations because some read as single letters without stops, tho it might be simpler to put stops for consistency. We want some to read as words, e.g. LASS, SENCo, YELLIS, so no stops for those. Jean ----------------------------------------- Jean Hutchins, SE Surrey DA. RSA Dip SpLD, AMBDA, retired. E-mail: JeanHutchins2000 at yahoo.co.uk British Dyslexia Association Web: www.bdadyslexia.org (Also into spelling reform www.spellingsociety.org) ------------------------------------------------------------------------- ___________________________________________________________ Copy addresses and emails from any email account to Yahoo! Mail - quick, easy and free. http://uk.docs.yahoo.com/trueswitch2.html ------------------------------ Message: 6 Date: Mon, 12 Jun 2006 18:22:42 +0100 From: "Alex Hammerstein" <aph at misnet.co.uk> Subject: RE: [senco-forum] Re: index to educational inclusion abbreviations ofuse To: "'Jean Hutchins'" <jeanhutchins2000 at yahoo.co.uk>, <senco-forum at lists.becta.org.uk> Message-ID: <000e01c68e44$d1e5b390$6400000a at springfield.office> Content-Type: text/plain; charset="us-ascii" The biggest problem with the adobe text reader in Reader 7 is that whilst it reads quite accurately, it reads across the page ignoring columns. Put a page up with two columns and you get some really weird results. It also reads notes etc that my have been attached to the pages, so you do need to pay some attention to the layout and formatting of a document that is going to be read automatically Alex -----Original Message----- From: senco-forum-bounces at lists.becta.org.uk [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Jean Hutchins Sent: Monday, June 12, 2006 6:05 PM To: senco-forum at lists.becta.org.uk Subject: [senco-forum] Re: index to educational inclusion abbreviations ofuse On 12:00 David Wilson wrote: > I've been working on an index to educational inclusion abbreviations > of use That is a super list, thx. Now will u please listen to it with textreading software. Adobe Reader 7 has its own textreader, View/Read Out Loud (poor but free). I think u will then put stops after each term which might stop it gabbling on to the next abbreviation. (I do not know why it regards a term and the following abbreviation as one sentence for PDF Aloud.) I think u will put stops in acronyms that u do not want to be said as words, e.g. ADD 'add', HE 'he', ICT 'iked' as in 'liked', LEA 'lee'. It is not as simple as putting stops in all abbreviations because some read as single letters without stops, tho it might be simpler to put stops for consistency. We want some to read as words, e.g. LASS, SENCo, YELLIS, so no stops for those. Jean ----------------------------------------- Jean Hutchins, SE Surrey DA. RSA Dip SpLD, AMBDA, retired. E-mail: JeanHutchins2000 at yahoo.co.uk British Dyslexia Association Web: www.bdadyslexia.org (Also into spelling reform www.spellingsociety.org) ------------------------------------------------------------------------- ___________________________________________________________ Copy addresses and emails from any email account to Yahoo! Mail - quick, easy and free. http://uk.docs.yahoo.com/trueswitch2.html ------------------------------ Message: 7 Date: Mon, 12 Jun 2006 21:33:55 +0400 From: The Bodiens <bodiens at emirates.net.ae> Subject: RE: [senco-forum] Re: "synthesising"multi-syllable words To: 'Jean Hutchins' <jeanhutchins2000 at yahoo.co.uk>, senco-forum at lists.becta.org.uk Message-ID: <!~! UENERkVCMDkAAQACAAAAAAAAAAAAAAAAABgAAAAAAAAAwXm/xRzMpkm153ZCY/MAwsKAAAAQAAAA6hVqkPzDBk+chBplTo13zAEAAAAA at emirates. net.ae> Content-Type: text/plain; charset=windows-1250 Splitting words into syllables can be made more concrete for people if they hold their hand under their chin and count the chin movements. Sometimes children, if just counting without doing this (such as tapping out with their hands), will count the phonemes and tell you there are three syllables in words like "cat". Chin movements are a much safer bet and they make for a fun game! Philippa -----Original Message----- From: senco-forum-bounces at lists.becta.org.uk [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Jean Hutchins Sent: 12 June 2006 20:37 To: senco-forum at lists.becta.org.uk Subject: [senco-forum] Re: "synthesising"multi-syllable words On 12:00 Sharon Fawcitt wrote: > Can anyone tell me how I can help her? If u say the syllables can she synthesise them? Can she do the process in reverse? e.g. if u say a multi-syllable word and say how many syllables it has, can she split it into that number of syllables? Start just with 2-syllable, then 3, then more. Then, immediately, later, next day, can she synthesise syllables for words that she has split? Jean ----------------------------------------- Jean Hutchins, SE Surrey DA. RSA Dip SpLD, AMBDA, retired. E-mail: JeanHutchins2000 at yahoo.co.uk British Dyslexia Association Web: www.bdadyslexia.org (Also into spelling reform www.spellingsociety.org) ------------------------------------------------------------------------- ___________________________________________________________ Now you can scan emails quickly with a reading pane. Get the new Yahoo! Mail. http://uk.docs.yahoo.com/nowyoucan.html -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.394 / Virus Database: 268.8.3/361 - Release Date: 11/06/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.394 / Virus Database: 268.8.3/361 - Release Date: 11/06/2006 ------------------------------ Message: 8 Date: Mon, 12 Jun 2006 17:12:26 +0100 From: Chris Jolly <chris at jollylearning.co.uk> Subject: [senco-forum] Remedial Jolly Phonics programme To: senco-forum at lists.becta.org.uk Message-ID: <f06100518c0b33a66d7af@[192.168.254.33]> Content-Type: text/plain; charset="us-ascii" ; format="flowed" I publish the Jolly Phonics programme and I am looking for a few schools to trial a remedial extension next September. The children should be in primary, and ideally in KS1. By definition they should be under-achieving and you will be interested in ways you can help them. The trial would last for the equivalent of one term, with testing on a standardised reading test before and after. We would be looking to see what gain in reading ages can be achieved in this time. The programme is not in its final form, so we will be learning from the trial. If you are interested in taking part please get in contact. I should add that the programme involves some changes to the orthography (though not as much as i.t.a.) so you would need to be willing to consider such alterations. Chris Jolly Jolly Learning Ltd ------------------------------ Message: 9 Date: Mon, 12 Jun 2006 19:10:03 +0100 From: Gillian Clayton <jillclayton at mac.com> Subject: Re: [senco-forum] Re: "synthesising"multi-syllable words To: The Bodiens <bodiens at emirates.net.ae> Cc: 'Jean Hutchins' <jeanhutchins2000 at yahoo.co.uk>, senco-forum at lists.becta.org.uk Message-ID: <21389272-692F-45F1-AF61-5FEB324B7AC2 at mac.com> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed What a brilliant idea. Thanks, Philiippa. Jill On 12 Jun 2006, at 18:33, The Bodiens wrote: > Splitting words into syllables can be made more concrete for people > if they > hold their hand under their chin and count the chin movements. > Sometimes > children, if just counting without doing this (such as tapping out > with > their hands), will count the phonemes and tell you there are three > syllables > in words like "cat". Chin movements are a much safer bet and they > make for > a fun game! > > Philippa > > -----Original Message----- > From: senco-forum-bounces at lists.becta.org.uk > [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Jean > Hutchins > Sent: 12 June 2006 20:37 > To: senco-forum at lists.becta.org.uk > Subject: [senco-forum] Re: "synthesising"multi-syllable words > > On 12:00 Sharon Fawcitt wrote: >> Can anyone tell me how I can help her? > > If u say the syllables can she synthesise them? > > Can she do the process in reverse? > e.g. if u say a multi-syllable word > and say how many syllables it has, > can she split it into that number of syllables? > Start just with 2-syllable, then 3, then more. > > Then, immediately, later, next day, > can she synthesise syllables > for words that she has split? > > Jean > ----------------------------------------- > Jean Hutchins, SE Surrey DA. > RSA Dip SpLD, AMBDA, retired. > E-mail: JeanHutchins2000 at yahoo.co.uk > British Dyslexia Association Web: www.bdadyslexia.org > (Also into spelling reform www.spellingsociety.org) > ---------------------------------------------------------------------- > --- > > > > ___________________________________________________________ > Now you can scan emails quickly with a reading pane. Get the new > Yahoo! > Mail. http://uk.docs.yahoo.com/nowyoucan.html > > -- > No virus found in this incoming message. > Checked by AVG Free Edition. > Version: 7.1.394 / Virus Database: 268.8.3/361 - Release Date: > 11/06/2006 > > > -- > No virus found in this outgoing message. > Checked by AVG Free Edition. > Version: 7.1.394 / Virus Database: 268.8.3/361 - Release Date: > 11/06/2006 > > > ------------------------------ Message: 10 Date: Mon, 12 Jun 2006 20:10:26 +0100 From: "Annie Williams" <annie41 at blueyonder.co.uk> Subject: Re: [senco-forum] Remedial Jolly Phonics programme To: <senco-forum at lists.becta.org.uk>, "Chris Jolly" <chris at jollylearning.co.uk> Message-ID: <005601c68e53$dccadd30$5dcd2c52 at annie> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=response Please send me details. I am the senco of a primary school in West London. We use Jolly Phonics in our Reception Class at present. Annie ----- Original Message ----- From: "Chris Jolly" <chris at jollylearning.co.uk> To: <senco-forum at lists.becta.org.uk> Sent: Monday, June 12, 2006 5:12 PM Subject: [senco-forum] Remedial Jolly Phonics programme >I publish the Jolly Phonics programme and I am looking for a few > schools to trial a remedial extension next September. The children > should be in primary, and ideally in KS1. By definition they should > be under-achieving and you will be interested in ways you can help > them. > > The trial would last for the equivalent of one term, with testing on > a standardised reading test before and after. We would be looking to > see what gain in reading ages can be achieved in this time. The > programme is not in its final form, so we will be learning from the > trial. > > If you are interested in taking part please get in contact. I should > add that the programme involves some changes to the orthography > (though not as much as i.t.a.) so you would need to be willing to > consider such alterations. > > Chris Jolly > Jolly Learning Ltd > > > ------------------------------ Message: 11 Date: Mon, 12 Jun 2006 20:17:16 +0000 From: "WrayJanice Wray" <jwwray14 at hotmail.com> Subject: RE: [senco-forum] Free NUT SENCo course (vacancies) To: webmaster at aylesburyvale-sec.bucks.sch.uk, senco-forum at lists.becta.org.uk Message-ID: <BAY102-F4036C7B0D8F4DAEE35E8ECA8F0 at phx.gbl> Content-Type: text/plain; format=flowed I did this course - was it last summer or the one before, can't remember (sad woman) and met Mark and laods of other super people - it was a really fantastic course and I learned loads and loads. So, if you're e member of the NUT - go on, do it - you won't regret it. Last time I went past Stoke Rochford Hall it had no roof - repairs - so I hope they've finished the building works. Janice :) >From: >"webmaster at aylesburyvale-sec.bucks.sch.uk"<webmaster at aylesburyvale- sec.bucks.sch.uk> >To: senco-forum at lists.becta.org.uk >Subject: [senco-forum] Free NUT SENCo course (vacancies) >Date: Mon, 12 Jun 2006 09:36:46 +0100 > > >For those of you who haven't already done it, you may be >interested to know that there are still places available on >this 3 day free course for SENCos. > >5th July for three days at the very lovely Stoke Rochford >hall. Full board courtesy of the NUT (the accomodation and >food are out of this world; the conference centre plays host >to some of the UK top companies). Travel expenses paid. > >I went on this when I first became SENCo and it was >excellent. There were plenty of experienced SENCos there too >who all found it extremely valuable as it particularly >focusses on new developments. > >http://www.teachers.org.uk/training/coursedetails.php?id=7 > >Oh you will need to be an NUT member first! This course runs >every year, so if you plan to join the NUT in September then >you would be able to go on next years course. > >Hope this helps > >Mark > > >-- >Mark Norwood >www.avssc.org > >---------------------------------------- >Worried about the content of this email? >Please contact: abuse at avssc.org >---------------------------------------- > >======================================================================== > This email has been sent from the Bucks LEA. If you have > cause for complaint regarding the content of this email please contact > abuse at bucksgfl.org.uk >======================================================================== > > _________________________________________________________________ The new MSN Search Toolbar now includes Desktop search! http://join.msn.com/toolbar/overview ------------------------------ Message: 12 Date: Mon, 12 Jun 2006 20:23:37 +0000 From: "WrayJanice Wray" <jwwray14 at hotmail.com> Subject: RE: [senco-forum] negative attitude - past posting To: p.smith2 at barnsley.org, senco-forum at lists.becta.org.uk Message-ID: <BAY102-F1F93A2BD39369F9C2CEB5CA8F0 at phx.gbl> Content-Type: text/plain; format=flowed My best qualification, in a way, is that I did the job, in my school for 2 years and alongside 2 of my current T.A.s - so I really do know what it's like and they know I know. I remember once hiding in the toilet (yes, a grown woman) because I just couldn't face going into a particular Year 8 French lesson where they made a hell of a row, threw pens around and the teacher did nothing but shout - one day I just couldn't face it. Trouble was, the senco then was unapproachable and I couldn't have said anything, we had no say in where we were put or what we did. As for training.........forget it. My girls do - they have particular subjects they like to support and difficult children are spread among us all equally - and if they have a problem, I tell them - come and talk about it. I hope they would never have to hide in the loo ! My girls also kow that they are better T.A.s than I was - because I tell them that - they work harder, have more ideas and spend more time thinking things up for the students than I did. And they have laptops too...........one has the laptop which was delegated to me but I wouldn't have used it half as effectively as she does - I've got an old one which does me o.k. I'm working on the negativity.......................... Janice :) >From: "P Smith (2)" <p.smith2 at barnsley.org> >To: 'WrayJanice Wray' <jwwray14 at hotmail.com>, >senco-forum at lists.becta.org.uk >Subject: RE: [senco-forum] negative attitude - past posting >Date: Mon, 12 Jun 2006 08:41:44 +0100 > >The CSAs do a difficult job, often having little or no time off during the >day. They are often with the most difficult groups and in most cases have >less status than teachers. On top of this their pay is low. There are many >dedicated TAs and some less so, as in any line of work. Under these >circumstances there is a real temptation to become negative. >The skill of management is to help a team realise that this, understandable >attitude, actually makes their situation worse and give them strategies to >deal with this. >To raise this point is to be a good manager with a realistic outlook. It is >not a criticism in my opinion, and should not have been considered so. > >P.Smith (SENCO) > >-----Original Message----- >From: senco-forum-bounces at lists.becta.org.uk >[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of WrayJanice >Wray >Sent: 09 June 2006 12:28 >To: senco-forum at lists.becta.org.uk >Subject: [senco-forum] negative attitude - past posting > >In May I posted a note about the negative attitude that my T.A team have >developed recently. Today, in school, I received a very nasty letter and a >copy of my e-mail. The letter purported to be from an Essex school >governor > >and was extremely critical of me, my leadership and my attitude. NOW - >Whoever this governor is who is on the forum - you should have the guts to >write to me and SIGN the letter please. You are writing from a position of >ignorance. >My first act was to tear the letter up but then I thought No - the forum is >a place where we sencos can talk to each other in confidence and we are >given loads of help and advice. It is this kind of eavesdropping on our >conversations which has caused people in the past to either leave the forum >or not to post certain replies in case there are consequences. >I support the work of the senco forum wholeheartedly and we all work >extremely hard for our children. >So - whoever you are - have the guts to reply to me on the forum and in >public with your criticisms please and not write what amounts to a poison >pen letter. >I The envelope was marked with a Harlow Council stamp and marked privte >and > >very confidential. >I have been a parent governor in two schools, worked as a T.A. for 2 years >as well as being a teacher and working currently as a senco. >I am incandescent with rage in fact. >Janice Wray >So now, I obviously have to take my signature off my e-mails so that no-one >else can write me a poison pen letter. > >_________________________________________________________________ >Are you using the latest version of MSN Messenger? Download MSN Messenger >7.5 today! http://join.msn.com/messenger/overview > > >_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ > >*** Barnsley MBC Disclaimer: >This e-mail and any files attached are confidential for the use of the >intended recipient. If you have received this e-mail in error please >notify the sender as soon as possible and delete the communication from >your system without copying, disseminating or distributing the same in any >way by any means. > >Any views or opinions expressed belong solely to the author and do not >necessarily represent those of the Council or any of its educational >establishments. In particular, the Council or education establishments >will not accept liability for any defamatory statements made by email >communications. > >Recipients are responsible for ensuring that all e-mails and files sent are >checked for viruses. The Council or educational establishments will not >accept liability for damage caused by any virus transmitted by this e- mail. > No guarantees are offered on the security, content and accuracy of any >e-mails and files received. Be aware that this e-mail communication may be >intercepted for regulatory, quality control, or crime detection purposes >unless otherwise prohibited. > >The content of this email and any attachment may be stored for future >Reference. _________________________________________________________________ Are you using the latest version of MSN Messenger? Download MSN Messenger 7.5 today! http://join.msn.com/messenger/overview ------------------------------ Message: 13 Date: Mon, 12 Jun 2006 20:25:53 +0000 From: "WrayJanice Wray" <jwwray14 at hotmail.com> Subject: RE: [senco-forum] Pupils who have difficulty"synthesising"multi-syllable words which they have correctly decoded To: clare at clarenorth.co.uk, sfawcitt at dsl.pipex.com, senco-forum at lists.becta.org.uk Message-ID: <BAY102-F478B25F6A7D8CD1CDDAF2CA8F0 at phx.gbl> Content-Type: text/plain; format=flowed I've got a load of stuff my last E.P. gave me on just this very thing - blending and segmenting exercises - exercises to do every day - on hard copy though - anyone who send me their snail mail address can have a copy - I'll make some photocopies tomorrow in readiness - Janice :) >From: "Clare North" <clare at clarenorth.co.uk> >To: "'Sharon Fawcitt'" ><sfawcitt at dsl.pipex.com>,<senco-forum at lists.becta.org.uk> >Subject: RE: [senco-forum] Pupils who have >difficulty"synthesising"multi-syllable words which they have correctly >decoded >Date: Sun, 11 Jun 2006 22:53:59 +0100 > >Hi Sharon >It sounds as though these pupils have weak phonological - semantic >links(a common feature in those with word-finding difficulties). I would >do activities that link the sounds to the meaning e.g. generating lists >of words within categories, synonyms, antonyms etc. so that the meaning >of the words is reinforced. We use the semantic system to help decode >words (e.g knowing whether it is 'sewer'- as in a person who sews, or >'sewer' as in a system for transporting sewage). Your observation that >they sometimes need a prompt about which syllable to stress also >suggests that they aren't using semantics. I have found that older >pupils with literacy difficulties often have very poor syllable >awareness. Your pupil's difficulty with saying multisyllabic words >indicates phonological awareness difficulties at a syllable level. I >would work on segmenting the word by syllable first, then by the sounds >within each syllable and link the whole word to its meanings. Linking >phonological and semantic information in this way is often a real >revelation to some pupils and can be a turning point for them. >Try 'Silly Bulls' (Philip & Tacey) can be used with all ages and is a >good way of linking syllables / meaning. Also 'Headbanz' and 'Pass the >Bomb' are useful games which can be adapted. Word-finding difficulties >are usually life-long but can be made less of an issue with some >trageted activities. This is a bit rambling but it's late ...! >Contact me directly if you want any more ideas. Hope this helps. > >Clare > >This email and any attachments have been scanned by AVG AntiVirus 7.0. > >-----Original Message----- > >I'm sure someone will be able to help. . . > > > >Over the last 8 years of working with dyslexic pupils I have only had 2 >pupils who have really struggled with this. > > > >First to explain what I mean. They pronounce each syllable correctly. >They >say each syllable and manage to merge them together and it sounds >EXACTLY >like the word to me. If it's a problem, I can even tell them which >syllable >to emphasise and when they say the word, once again, it sounds EXACTLY >like >the word to me! However, they are unable to recognise the word - even >though I am pretty sure it is a word they know. A recent example was >the >word "enormous". > > > >When I say the word to them, they often still look a little askance. >With >one of these pupils, even when I put the word in a sentence they >struggled, >- but I knew this pupil had huge word finding difficulties and >impoverished >vocabulary. > > > >However, my latest pupil with this issue has a very wide range of >vocabulary >and she will get the word most of the time when I say it in a sentence. >So >I am guessing it is word finding? But it obviously affects her reading >and >reading comprehension. She also has great difficulty pronouncing >multisyllable words that she knows well. So for all our progress with >syllable division work, it is not achieving the huge progress I would >expect >and get from most pupils. > > > >Can anyone tell me how I can help her? > > > >I look forward to hearing from you. > >Sharon > > > > > > > > > _________________________________________________________________ Be the first to hear what's new at MSN - sign up to our free newsletters! http://www.msn.co.uk/newsletters ------------------------------ Message: 14 Date: Mon, 12 Jun 2006 20:29:09 +0000 From: "WrayJanice Wray" <jwwray14 at hotmail.com> Subject: RE: [senco-forum] Pupils who have difficulty"synthesising"multi-syllable words which they have correctly decoded To: mary.kelly4 at ntlworld.com, sfawcitt at dsl.pipex.com, senco-forum at lists.becta.org.uk Message-ID: <BAY102-F18568629653CDC7EB08339CA8F0 at phx.gbl> Content-Type: text/plain; format=flowed I have sometimes found with dyslexic pupils in particular that once they have the first sound - the whole word just comes tumbling out - they have to focus on the first sound - eeeeeeee nor mous Blending is tricky for some pupils and I think pupils can generally segment easier than blend together - but they can practise the skills and it does get better - see my previous posting if you want some ideas Peter Hatcher's book has ideas too which I have used - and they work. Janice >From: "Mary Kelly" <mary.kelly4 at ntlworld.com> >To: "'Sharon Fawcitt'" <sfawcitt at dsl.pipex.com>,"'Senco Forum'" ><senco-forum at lists.becta.org.uk> >Subject: RE: [senco-forum] Pupils who have >difficulty"synthesising"multi-syllable words which they have correctly >decoded >Date: Sun, 11 Jun 2006 22:04:04 +0100 > >What happens if you "prime" the word first? For example, if the word was >to be "enormous" and you told the pupil that it's a word meaning huge, >or very big? I'm thinking that, if this improved her ability to "find" >the word, then it could indeed be word-finding difficulty rather than >phonological difficulty. On the other hand, if doing this does NOT >improve word recognition then she is perhaps having difficulty blending >the syllables in a way that is recognisable to her. If it's the first >I'm not quite sure where that gets you ... are there any interventions >that specifically address word-finding difficulties when the word is >known? Does anybody know of any? I'd be very interested because I have a >pupil with word-finding difficulties - he puts his hand up and then >can't find the words to phrase the answer, even if he knows it. >If, on the other hand, your pupil is having trouble blending syllables >per se, then you could try the activities in Peter Hatcher's "Sound >Linkage" book? >Is that any help? >Best wishes, >Mary > >-----Original Message----- >From: senco-forum-bounces at lists.becta.org.uk >[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Sharon >Fawcitt >Sent: 11 June 2006 20:06 >To: Senco Forum >Subject: [senco-forum] Pupils who have difficulty >"synthesising"multi-syllable words which they have correctly decoded > >I'm sure someone will be able to help. . . > > > >Over the last 8 years of working with dyslexic pupils I have only had 2 >pupils who have really struggled with this. > > > >First to explain what I mean. They pronounce each syllable correctly. >They >say each syllable and manage to merge them together and it sounds >EXACTLY >like the word to me. If it's a problem, I can even tell them which >syllable >to emphasise and when they say the word, once again, it sounds EXACTLY >like >the word to me! However, they are unable to recognise the word - even >though I am pretty sure it is a word they know. A recent example was >the >word "enormous". > > > >When I say the word to them, they often still look a little askance. >With >one of these pupils, even when I put the word in a sentence they >struggled, >- but I knew this pupil had huge word finding difficulties and >impoverished >vocabulary. > > > >However, my latest pupil with this issue has a very wide range of >vocabulary >and she will get the word most of the time when I say it in a sentence. >So >I am guessing it is word finding? But it obviously affects her reading >and >reading comprehension. She also has great difficulty pronouncing >multisyllable words that she knows well. So for all our progress with >syllable division work, it is not achieving the huge progress I would >expect >and get from most pupils. > > > >Can anyone tell me how I can help her? > > > >I look forward to hearing from you. > >Sharon > > > > > > > >-- >No virus found in this incoming message. >Checked by AVG Free Edition. >Version: 7.1.394 / Virus Database: 268.8.3/360 - Release Date: >09/06/2006 > > >-- >No virus found in this outgoing message. >Checked by AVG Free Edition. >Version: 7.1.394 / Virus Database: 268.8.3/360 - Release Date: >09/06/2006 > > > _________________________________________________________________ Be the first to hear what's new at MSN - sign up to our free newsletters! http://www.msn.co.uk/newsletters ------------------------------ Message: 15 Date: Mon, 12 Jun 2006 21:37:19 +0100 From: "Sharon Fawcitt" <sfawcitt at dsl.pipex.com> Subject: RE: [senco-forum] Pupils who have difficulty"synthesising"multi-syllable words which they have correctly decoded To: "'WrayJanice Wray'" <jwwray14 at hotmail.com>, <mary.kelly4 at ntlworld.com>, <senco-forum at lists.becta.org.uk> Message-ID: <002401c68e5f$ffeb3600$1400000a at SHARONSMEGAPC> Content-Type: text/plain; charset="us-ascii" I have used Hatcher with her in the past, but I will go back to that and test out what Jean has said and get back to you all with more data! We do lots of syllable division work - physically cutting up syllables, then reading them, putting them together again. She also does Toe by Toe including the syllable work there. The semantic link that Clare North was pointing out sounds particularly interesting. And I would love to hear comments from the APD group about this - in case Eddie is correct. Thanks so much everyone, I'll get back to you. Sharon -----Original Message----- From: WrayJanice Wray [mailto:jwwray14 at hotmail.com] Sent: 12 June 2006 21:29 To: mary.kelly4 at ntlworld.com; sfawcitt at dsl.pipex.com; senco-forum at lists.becta.org.uk Subject: RE: [senco-forum] Pupils who have difficulty"synthesising"multi-syllable words which they have correctly decoded I have sometimes found with dyslexic pupils in particular that once they have the first sound - the whole word just comes tumbling out - they have to focus on the first sound - eeeeeeee nor mous Blending is tricky for some pupils and I think pupils can generally segment easier than blend together - but they can practise the skills and it does get better - see my previous posting if you want some ideas Peter Hatcher's book has ideas too which I have used - and they work. Janice >From: "Mary Kelly" <mary.kelly4 at ntlworld.com> >To: "'Sharon Fawcitt'" <sfawcitt at dsl.pipex.com>,"'Senco Forum'" ><senco-forum at lists.becta.org.uk> >Subject: RE: [senco-forum] Pupils who have >difficulty"synthesising"multi-syllable words which they have correctly >decoded >Date: Sun, 11 Jun 2006 22:04:04 +0100 > >What happens if you "prime" the word first? For example, if the word was >to be "enormous" and you told the pupil that it's a word meaning huge, >or very big? I'm thinking that, if this improved her ability to "find" >the word, then it could indeed be word-finding difficulty rather than >phonological difficulty. On the other hand, if doing this does NOT >improve word recognition then she is perhaps having difficulty blending >the syllables in a way that is recognisable to her. If it's the first >I'm not quite sure where that gets you ... are there any interventions >that specifically address word-finding difficulties when the word is >known? Does anybody know of any? I'd be very interested because I have a >pupil with word-finding difficulties - he puts his hand up and then >can't find the words to phrase the answer, even if he knows it. >If, on the other hand, your pupil is having trouble blending syllables >per se, then you could try the activities in Peter Hatcher's "Sound >Linkage" book? >Is that any help? >Best wishes, >Mary > >-----Original Message----- >From: senco-forum-bounces at lists.becta.org.uk >[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Sharon >Fawcitt >Sent: 11 June 2006 20:06 >To: Senco Forum >Subject: [senco-forum] Pupils who have difficulty >"synthesising"multi-syllable words which they have correctly decoded > >I'm sure someone will be able to help. . . > > > >Over the last 8 years of working with dyslexic pupils I have only had 2 >pupils who have really struggled with this. > > > >First to explain what I mean. They pronounce each syllable correctly. >They >say each syllable and manage to merge them together and it sounds >EXACTLY >like the word to me. If it's a problem, I can even tell them which >syllable >to emphasise and when they say the word, once again, it sounds EXACTLY >like >the word to me! However, they are unable to recognise the word - even >though I am pretty sure it is a word they know. A recent example was >the >word "enormous". > > > >When I say the word to them, they often still look a little askance. >With >one of these pupils, even when I put the word in a sentence they >struggled, >- but I knew this pupil had huge word finding difficulties and >impoverished >vocabulary. > > > >However, my latest pupil with this issue has a very wide range of >vocabulary >and she will get the word most of the time when I say it in a sentence. >So >I am guessing it is word finding? But it obviously affects her reading >and >reading comprehension. She also has great difficulty pronouncing >multisyllable words that she knows well. So for all our progress with >syllable division work, it is not achieving the huge progress I would >expect >and get from most pupils. > > > >Can anyone tell me how I can help her? > > > >I look forward to hearing from you. > >Sharon > > > > > > > >-- >No virus found in this incoming message. >Checked by AVG Free Edition. >Version: 7.1.394 / Virus Database: 268.8.3/360 - Release Date: >09/06/2006 > > >-- >No virus found in this outgoing message. >Checked by AVG Free Edition. >Version: 7.1.394 / Virus Database: 268.8.3/360 - Release Date: >09/06/2006 > > > _________________________________________________________________ Be the first to hear what's new at MSN - sign up to our free newsletters! http://www.msn.co.uk/newsletters ------------------------------ Message: 16 Date: Mon, 12 Jun 2006 22:01:12 +0100 (BST) From: Alice Chenneour Randall <alice.chenneour at btinternet.com> Subject: RE: [senco-forum] Pupils who have difficulty"synthesising"multi-syllable words which they have correctly decoded To: Sharon Fawcitt <sfawcitt at dsl.pipex.com> Cc: senco-forum at lists.becta.org.uk Message-ID: <20060612210112.18949.qmail at web86306.mail.ukl.yahoo.com> Content-Type: text/plain; charset=iso-8859-1 Have you thought about an alternative compensatory approach that emphaises the morphographic feature of works - I have had considerable success using the SRA Spelling through Morphographs programme with learners who just could not get to grips with syllables and how they work!! Just another idea to add to the repetoire. Alice Sharon Fawcitt <sfawcitt at dsl.pipex.com> wrote: I have used Hatcher with her in the past, but I will go back to that and test out what Jean has said and get back to you all with more data! We do lots of syllable division work - physically cutting up syllables, then reading them, putting them together again. She also does Toe by Toe including the syllable work there. The semantic link that Clare North was pointing out sounds particularly interesting. And I would love to hear comments from the APD group about this - in case Eddie is correct. Thanks so much everyone, I'll get back to you. Sharon -----Original Message----- From: WrayJanice Wray [mailto:jwwray14 at hotmail.com] Sent: 12 June 2006 21:29 To: mary.kelly4 at ntlworld.com; sfawcitt at dsl.pipex.com; senco-forum at lists.becta.org.uk Subject: RE: [senco-forum] Pupils who have difficulty"synthesising"multi-syllable words which they have correctly decoded I have sometimes found with dyslexic pupils in particular that once they have the first sound - the whole word just comes tumbling out - they have to focus on the first sound - eeeeeeee nor mous Blending is tricky for some pupils and I think pupils can generally segment easier than blend together - but they can practise the skills and it does get better - see my previous posting if you want some ideas Peter Hatcher's book has ideas too which I have used - and they work. Janice >From: "Mary Kelly" >To: "'Sharon Fawcitt'" ,"'Senco Forum'" > >Subject: RE: [senco-forum] Pupils who have >difficulty"synthesising"multi-syllable words which they have correctly >decoded >Date: Sun, 11 Jun 2006 22:04:04 +0100 > >What happens if you "prime" the word first? For example, if the word was >to be "enormous" and you told the pupil that it's a word meaning huge, >or very big? I'm thinking that, if this improved her ability to "find" >the word, then it could indeed be word-finding difficulty rather than >phonological difficulty. On the other hand, if doing this does NOT >improve word recognition then she is perhaps having difficulty blending >the syllables in a way that is recognisable to her. If it's the first >I'm not quite sure where that gets you ... are there any interventions >that specifically address word-finding difficulties when the word is >known? Does anybody know of any? I'd be very interested because I have a >pupil with word-finding difficulties - he puts his hand up and then >can't find the words to phrase the answer, even if he knows it. >If, on the other hand, your pupil is having trouble blending syllables >per se, then you could try the activities in Peter Hatcher's "Sound >Linkage" book? >Is that any help? >Best wishes, >Mary > >-----Original Message----- >From: senco-forum-bounces at lists.becta.org.uk >[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Sharon >Fawcitt >Sent: 11 June 2006 20:06 >To: Senco Forum >Subject: [senco-forum] Pupils who have difficulty >"synthesising"multi-syllable words which they have correctly decoded > >I'm sure someone will be able to help. . . > > > >Over the last 8 years of working with dyslexic pupils I have only had 2 >pupils who have really struggled with this. > > > >First to explain what I mean. They pronounce each syllable correctly. >They >say each syllable and manage to merge them together and it sounds >EXACTLY >like the word to me. If it's a problem, I can even tell them which >syllable >to emphasise and when they say the word, once again, it sounds EXACTLY >like >the word to me! However, they are unable to recognise the word - even >though I am pretty sure it is a word they know. A recent example was >the >word "enormous". > > > >When I say the word to them, they often still look a little askance. >With >one of these pupils, even when I put the word in a sentence they >struggled, >- but I knew this pupil had huge word finding difficulties and >impoverished >vocabulary. > > > >However, my latest pupil with this issue has a very wide range of >vocabulary >and she will get the word most of the time when I say it in a sentence. >So >I am guessing it is word finding? But it obviously affects her reading >and >reading comprehension. She also has great difficulty pronouncing >multisyllable words that she knows well. So for all our progress with >syllable division work, it is not achieving the huge progress I would >expect >and get from most pupils. > > > >Can anyone tell me how I can help her? > > > >I look forward to hearing from you. > >Sharon > > > > > > > >-- >No virus found in this incoming message. >Checked by AVG Free Edition. >Version: 7.1.394 / Virus Database: 268.8.3/360 - Release Date: >09/06/2006 > > >-- >No virus found in this outgoing message. >Checked by AVG Free Edition. >Version: 7.1.394 / Virus Database: 268.8.3/360 - Release Date: >09/06/2006 > > > _________________________________________________________________ Be the first to hear what's new at MSN - sign up to our free newsletters! http://www.msn.co.uk/newsletters ------------------------------ Message: 17 Date: Mon, 12 Jun 2006 22:12:35 +0100 From: David Bowles <bowles.d at gmail.com> Subject: Re: [senco-forum] Disability Living Allowance To: senco-forum at lists.becta.org.uk Message-ID: <49136361.20060612221235 at gmail.com> Content-Type: text/plain; charset=us-ascii > I would prefer that the parents approach me in an open way so we can > agree a response, but so often my response does not, and cannot > support their view. Most parents don't even know the DLA assessors are going to approach their child's school in regard to their DLA application. Furthermore parents are not likely to furnish their school with notice of a possible approach just in case the school might receive one. Furthermore nor would they know which member of staff would be asked to furnish an opinion. Your best course of action must therefore be to let the parents know immediately you've received a request for this information and ask if they'd like to discuss or comment on how you propose to respond to this request. Regarding your response often not supporting the views of the parents, it's important you (and the DLA assessors) are made fully aware that a child's behavior and support needs are likely to be VERY different at home and elsewhere when NOT at school. For details of sound reasons why this is often so please look out for my forthcoming posts on this topic. Because of this I strongly recommend you include a rider attached to your response to the DLA assessors that your observations pertain ONLY to when the child is at school -- where DLA is neither applicable nor payable -- and that what you observe MUST NOT be construed as typical of the child's behavior or support needs when outside of the school environment. I can't stress more strongly the importance of this rider. For too many times I've had parents turn to me for help because their child comes across to their teachers as near enough little angels when at school, where as out of the sight of their teachers or when at home they immediately stop 'holding it together' and are an absolute nightmare to live with. I know of one school whose teachers simply refused to believe this until the parents showed them a video of what their child's was like at home the preceding evening. Needless to say the head and child's teacher were absolutely gobsmacked at the what they were shown on this unedited footage and found it hard to believe this was even the same child ...which I can assure you it was! David Bowles PS: BTW Richard, just as a matter of interest do you have children of your own? ------------------------------ Message: 18 Date: Mon, 12 Jun 2006 22:26:08 +0100 From: "dolfrog" <dolfrog at tiscali.co.uk> Subject: RE: [senco-forum] Remedial Jolly Phonics programme To: "'Chris Jolly'" <chris at jollylearning.co.uk>, <senco-forum at lists.becta.org.uk> Message-ID: <4ovrnk$5gqd9t at mk-ironport-3.mail.uk.tiscali.com> Content-Type: text/plain; charset="us-ascii" Hi Chris I have been a real problem with any phonics program synthetic or otherwise. My problem is processing all that I hear, and identifying the gaps between new and even known sounds. So I would prefer a way of visually breaking down the words so that I can see the variations of shape and how the different whole shapes vary as to the sound that they should represent. I have Auditory Processing Disorder, as do 10% of the population, according to the Medical Research Council. And according to some recent research from the USA only 25% of the population are true Auditory Sequential learners who are the group that really benefits from your program, or those who have to adopt Auditory Sequential coping strategies to work around another underlying cause of the dyslexic symptom. Best wishes Graeme dolfrog dolfrog at apduk.org http://www.apduk.org dolfrog at dolfrog.com http://www.dolfrog.com http://www.ldlinks.org.uk -----Original Message----- From: senco-forum-bounces at lists.becta.org.uk [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Chris Jolly Sent: Monday, June 12, 2006 5:12 PM To: senco-forum at lists.becta.org.uk Subject: [senco-forum] Remedial Jolly Phonics programme I publish the Jolly Phonics programme and I am looking for a few schools to trial a remedial extension next September. The children should be in primary, and ideally in KS1. By definition they should be under-achieving and you will be interested in ways you can help them. The trial would last for the equivalent of one term, with testing on a standardised reading test before and after. We would be looking to see what gain in reading ages can be achieved in this time. The programme is not in its final form, so we will be learning from the trial. If you are interested in taking part please get in contact. I should add that the programme involves some changes to the orthography (though not as much as i.t.a.) so you would need to be willing to consider such alterations. Chris Jolly Jolly Learning Ltd ------------------------------ Message: 19 Date: Mon, 12 Jun 2006 22:44:44 +0100 From: "Judith Stansfield" <stass at onyxnet.co.uk> Subject: RE: [senco-forum] Disability Living Allowance To: "'David Bowles'" <bowles.d at gmail.com>, <senco-forum at lists.becta.org.uk> Message-ID: <000001c68e69$6eb05d00$0200a8c0 at FSC291216052609> Content-Type: text/plain; charset="us-ascii" >>I can't stress more strongly the importance of this rider. For too many times I've had parents turn to me for help because their child comes across to their teachers as near enough little angels when at school, where as out of the sight of their teachers or when at home they immediately stop 'holding it together' and are an absolute nightmare to live with.<< I've seen this with a Y2 child where I was asked to assess his ICT needs - in school he was 'lively' - needed firm handling, but was not exceptional in his behaviour - the minute he was out of the school gate, the pressure was off and he was a little demon to his very caring mother and sisters - and they reckoned the day I saw him was a good day! She was a good mother with excellent parenting skills and had developed strategies to channel his energies, but he needed 24/7 watching which was very wearing on all the family - one strategy was one of those bikes where you can remove the front wheel and attach it to an adult bike so they could ride in tandem - this used up a lot of his energy and she need not worry about him bolting off - the school were quite dismissive of her claims because they never saw this side of him in school Cheers Judith -----Original Message----- From: senco-forum-bounces at lists.becta.org.uk [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of David Bowles Sent: 12 June 2006 22:13 To: senco-forum at lists.becta.org.uk Subject: Re: [senco-forum] Disability Living Allowance > I would prefer that the parents approach me in an open way so we can > agree a response, but so often my response does not, and cannot > support their view. Most parents don't even know the DLA assessors are going to approach their child's school in regard to their DLA application. Furthermore parents are not likely to furnish their school with notice of a possible approach just in case the school might receive one. Furthermore nor would they know which member of staff would be asked to furnish an opinion. Your best course of action must therefore be to let the parents know immediately you've received a request for this information and ask if they'd like to discuss or comment on how you propose to respond to this request. Regarding your response often not supporting the views of the parents, it's important you (and the DLA assessors) are made fully aware that a child's behavior and support needs are likely to be VERY different at home and elsewhere when NOT at school. For details of sound reasons why this is often so please look out for my forthcoming posts on this topic. Because of this I strongly recommend you include a rider attached to your response to the DLA assessors that your observations pertain ONLY to when the child is at school -- where DLA is neither applicable nor payable -- and that what you observe MUST NOT be construed as typical of the child's behavior or support needs when outside of the school environment. I know of one school whose teachers simply refused to believe this until the parents showed them a video of what their child's was like at home the preceding evening. Needless to say the head and child's teacher were absolutely gobsmacked at the what they were shown on this unedited footage and found it hard to believe this was even the same child ...which I can assure you it was! David Bowles PS: BTW Richard, just as a matter of interest do you have children of your own? ------------------------------ Message: 20 Date: Mon, 12 Jun 2006 23:04:34 +0100 (BST) From: Anne Stockdale <anneg_stockdale at yahoo.co.uk> Subject: [senco-forum] that poison pen letter To: senco-forum at lists.becta.org.uk Message-ID: <20060612220434.53816.qmail at web25004.mail.ukl.yahoo.com> Content-Type: text/plain; charset=iso-8859-1 Absolutely shocking and my sincere thoughts go to Janice and others in similar situations. Criticism needs to be open and not behind your back. In our LEA there is a lot of grumbling about Single Status and contracts and the negatives from this have had horrendous implications and much open criticism from TAs and LSAs or whatever they are called in different places. SENCOs as Managers /Heads of Departments do come in from a lot of stick and despite recoomendations within the Code of Practice do not seem to be Senior Managers in many schools and are not always accorded the status they should have due to the very nature of the job and the responsibilities. SENCOs work darned hard to support their departments, many of whom will be working very hard for their remuneration often in very difficult circumstances. I do agree there seem to be more negatives around at present, which is often hard to combat. Anne Send instant messages to your online friends http://uk.messenger. yahoo.com From bowles.d at gmail.com Mon Jun 12 23:09:20 2006 Received: from mail30.messagelabs.com ([193.109.254.163]) by davinci.ngfl.gov.uk with smtp (Exim 4.20) id 1Fpub2-0006kj-Cs for senco-forum at lists.becta.org.uk; Mon, 12 Jun 2006 23:09:20 +0100 X-VirusChecked: Checked X-Env-Sender: bowles.d at gmail.com X-Msg-Ref: server-4.tower-30.messagelabs.com!1150150128!29741930!1 X-StarScan-Version: 5.5.10.7; banners=-,-,- X-Originating-IP: [66.249.92.171] X-SpamReason: No, hits=0.5 required=7.0 tests=BODY_RANDOM_LONG Received: (qmail 15630 invoked from network); 12 Jun 2006 22:08:49 -0000 Received: from ug-out-1314.google.com (HELO ug-out-1314.google.com) (66.249.92.171) by server-4.tower-30.messagelabs.com with SMTP; 12 Jun 2006 22:08:49 -0000 Received: by ug-out-1314.google.com with SMTP id o2so2590315uge for <senco-forum at lists.becta.org.uk>; Mon, 12 Jun 2006 15:08:48 -0700 (PDT) DomainKey-Signature: a=rsa-sha1; q=dns; c=nofws; s=beta; d=gmail.com; h=received:date:from:x-mailer:reply-to:x-priority:message-id:to: subject:in-reply-to:references:mime-version:content-type:content- transfer-encoding; b=cReQ2zA8NMk259L1HeZhCjGVZVjEq7afWcBFKiCaejkvg+A7BVcgSf+w2SpxsUiJ2hOzboNlymY7IqQSKasRPd0YbYnKNvdYFXOm2fpFeVBXy9tKI6DuK3h3LOGAIP30QLI8a+zTjMrGONLWrdzWPv4ZdD/dMiRhktcf96dpm6Y= Received: by 10.66.222.9 with SMTP id u9mr5669349ugg; Mon, 12 Jun 2006 15:08:48 -0700 (PDT) Received: from user-6908.l3.c2.dsl.pol.co.uk ( [81.77.154.252]) by mx.gmail.com with ESMTP id w40sm6878211ugc.2006.06.12.15.08.45; Mon, 12 Jun 2006 15:08:48 -0700 (PDT) Date: Mon, 12 Jun 2006 23:09:24 +0100 From: David Bowles <bowles.d at gmail.com> X-Mailer: The Bat! (v3.80.06) Educational X-Priority: 3 (Normal) Message-ID: <1965361285.20060612230924 at gmail.com> To: senco-forum at lists.becta.org.uk In-Reply-To: <BAY102-F1F93A2BD39369F9C2CEB5CA8F0 at phx.gbl> References: <5AD72917F263BD448ED0AB646F82C27A144729 at kirkbksrv2. kirkbalk.sec.barnsley.org> <BAY102-F1F93A2BD39369F9C2CEB5CA8F0 at phx.gbl> MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Subject: [senco-forum] Men as TAs (was: negative attitude) X-BeenThere: senco-forum at lists.becta.org.uk X-Mailman-Version: 2.1.2 Precedence: list Reply-To: David Bowles <bowles.d at gmail.com> List-Id: for discussing issues relating to the work of Sencos <senco-forum.lists.becta.org.uk> List-Unsubscribe: <http://lists.becta.org.uk/mailman/listinfo/senco- forum>, <mailto:senco-forum-request at lists.becta.org.uk?subject=unsubscribe> List-Archive: <http://lists.becta.org.uk/pipermail/senco-forum> List-Post: <mailto:senco-forum at lists.becta.org.uk> List-Help: <mailto:senco-forum-request at lists.becta.org.uk? subject=help> List-Subscribe: <http://lists.becta.org.uk/mailman/listinfo/senco- forum>, <mailto:senco-forum-request at lists.becta.org.uk?subject=subscribe> > My girls do - they have particular subjects they like to support... > > <snip> > > My girls also kow that they are better T.A.s than I was - because... Just a small point ...and one that's off on a bit of a tangent: I notice you've repeatedly used the term 'My Girls', so I guess this means you have no 'boys' working as TAs in your school. I'll further speculate this is because so few men (or none at all) have applied for a job as a 'TA' in your school. As a matter of interest I'm wondering; how teachers here have male TAs working in their schools? Furthermore if you do then what proportion of your TAs are male? Incidentally some seven years ago I had the experience of being repeatedly 'ignored' or 'passed over' as a potential parent helper simply because I was a man. In this case the problem arose because of one particular teacher who didn't feel comfortable having men helping in her classroom. In this instance I chose to let this pass and didn't make a fuss ...after all she was my daughter's class teacher for two whole years! However I can tell you I felt somewhat miffed when the mum of a child who was new to that school gleefully told me she'd not only be invited to help in her classroom but this was also likely to be a big help in fulfilling her ambition to train as a teacher!!! David Bowles ------------------------------ Message: 21 Date: Mon, 12 Jun 2006 23:21:22 +0100 From: "Barbara Hall" <barbara at hall53.freeserve.co.uk> Subject: Re: [senco-forum] Men as TAs (was: negative attitude) To: "David Bowles" <bowles.d at gmail.com> Cc: senco-forum at lists.becta.org.uk Message-ID: <000a01c68e6e$89986310$e6d14f51 at CTK.LOCAL> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original We have a male SSA at our school (RC High School). He is excellent at the job, and has in fact just been given extra hours and responsibility. Barbara Inclusion Unit Manager ----- Original Message ----- From: "David Bowles" <bowles.d at gmail.com> To: <senco-forum at lists.becta.org.uk> Sent: Monday, June 12, 2006 11:09 PM Subject: [senco-forum] Men as TAs (was: negative attitude) >> My girls do - they have particular subjects they like to support... >> >> <snip> >> >> My girls also kow that they are better T.A.s than I was - because... > > Just a small point ...and one that's off on a bit of a tangent: > > I notice you've repeatedly used the term 'My Girls', so I guess this > means you have no 'boys' working as TAs in your school. I'll further > speculate this is because so few men (or none at all) have applied for > a job as a 'TA' in your school. > > As a matter of interest I'm wondering; how teachers here have male TAs > working in their schools? Furthermore if you do then what proportion > of your TAs are male? > > Incidentally some seven years ago I had the experience of being > repeatedly 'ignored' or 'passed over' as a potential parent helper > simply because I was a man. In this case the problem arose because of > one particular teacher who didn't feel comfortable having men helping > in her classroom. In this instance I chose to let this pass and didn't > make a fuss ...after all she was my daughter's class teacher for two > whole years! However I can tell you I felt somewhat miffed when the > mum of a child who was new to that school gleefully told me she'd not > only be invited to help in her classroom but this was also likely to > be a big help in fulfilling her ambition to train as a teacher!!! > > David Bowles > > > > ------------------------------ Message: 22 Date: Mon, 12 Jun 2006 23:23:57 +0100 From: "Rebecca Doyle" <Rebecca at doyle.chilly-hippo.co.uk> Subject: RE: [senco-forum] Nurture Groups- HELP PLEASE To: "'LINDA LAKE'" <linda.lake at btinternet.com>, "'sencoforum'" <senco-forum at lists.becta.org.uk> Message-ID: <001801c68e6e$e602ae80$7c798cd4 at D2SXY72J> Content-Type: text/plain; charset="us-ascii" Hi Linda, Look into training courses as a priority which will help you - the four day courses run at Leicester, London and Cambridge universities. Get hold of a copy of the two current texts which you should find referenced on the Nurture Group Network site, or email me off list and I will give you the references. Running a nurture group takes time, planning and consistency of approach and should have the leadership and management of the school fully behind it. It is not something that should be rushed into by the school - it can be very rewarding, but is hard work and needs commitment. I hope you have the backing of a strong leadership team to help you with this. I can email some of my published articles as attachments if you want to email me off list which may give you more information, but look at www.nurturegroups.org also for more information. Rebecca Doyle. -----Original Message----- From: senco-forum-bounces at lists.becta.org.uk [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of LINDA LAKE Sent: 11 June 2006 22:23 To: sencoforum Subject: [senco-forum] Nurture Groups- HELP PLEASE Am having to run a nurture group for recpetion and year one children starting next week - anybody know of any materials resources ideas etc - HELP !!!! ------------------------------ Message: 23 Date: Mon, 12 Jun 2006 23:39:04 +0100 From: David Bowles <bowles.d at gmail.com> Subject: Re: [senco-forum] Knowledge required please To: Senco Forum <senco-forum at lists.becta.org.uk> Message-ID: <1014805372.20060612233904 at gmail.com> Content-Type: text/plain; charset=us-ascii Hi Stuart, Might I suggest you begin by drawing up a list of the incorrect / unrealistic assumptions regarding the support that's meant to be given and the latest round of resources allocated for this purpose. This can be returned to the person who drew up this statement with a request for clarification as to how all this is to be achieved. I'm suggesting this not as a means of 'passing the buck' but as means of forcing a review that might come up with something more realistic. You never know you might end up with some more tangible resources for the purpose of supporting this student ...but on the other hand "pigs might fly"! David Bowles > For the first time - > Our wee school - about 300- has had a placing request for a pupil with a > Statement of Needs - complex. > We do not offer any particular or special programmes and deal with > support depending on the need of the pupil. > > Anyway, things seem a wee bit rushed with only two weeks really till the > end of the term - > Points: > No up to date Ed Psych report > No mention on any reports of his -reported- severe dyslexia > Update on statement states carry on with needs as previous report - but > that stated 32 lessons of support - whereas, it looks like he only gets > one lesson of support at present, but possibly in classes of 3 or 4 - > school closing - only 60 are in the school. > Council willing to fund total boarding fees - I take it needs must be > major if local council can not meet them? > Council has stated will send Ed Psych to discuss next term!. > The statement of needs does seem to be at odds -fully detailed as to > programmes of work- with what current school is giving. > > Support teacher should be available tomorrow to discuss... > > Anyway - > What questions do you think I should be asking and what is normally > expected in England with a Statement? > > For Scotland I would put him on a CSP Coordinated Support Plan and > involve local health authority (if they will assist) however, being an > Indie school - as parents have chosen the school then they are deemed to > have opted out of the safety net of local authority provision unless > local authority pay for it - and in this case it is England - > So not the same I would say - > > Trying to arrange full consultancy meeting with my management team.. > > Any comments would be appreciated. > Tks > Stuart ------------------------------ Message: 24 Date: Tue, 13 Jun 2006 01:45:26 +0100 From: David Bowles <bowles.d at gmail.com> Subject: [senco-forum] Paranoia at the top (was: negative attitude) To: Senco Forum <senco-forum at lists.becta.org.uk> Message-ID: <453610481.20060613014526 at gmail.com> Content-Type: text/plain; charset=us-ascii > Today, in school, I received a very nasty letter and a copy of my > e-mail... One thing we all need to remain aware of is the the fact the archives of this Senco-Forum are made accessible via the Internet to anyone who wants to read them and not to just those who have subscribed to this list. It's therefore possible someone 'Googled' for a "secondary school" in Janice's "county" and also enquired about something else she just happened to have referred to in one of her emails ...and hey presto up popped this email and / or other posts she'd sent to this forum. Alternatively someone working for her Local Authority or LEA (or a local school) who is somewhat paranoid and has rather too much time on their hands might have been checking up on public servants working in her local area. Why? For the purpose of ensuring everyone is "towing the official line" regarding maintaining a suitably good -- read "bland" -- public image. Either way the letter Janice received is likely intended as a "warning shot across the bows" for the purpose of frightening her off making further comments that might not be appreciated in certain quarters. As oft repeated in the quality computer magazines: One must always assume any comment we make via the Internet and the personal details we reveal about ourselves will instantly become public knowledge easily searchable by anyone or any institution who has an interest in finding out more about us. I must add that I do of course commiserate with Janice regarding the truly '1984ish' scenario she's found herself in ...furthermore I can hardly believe we passed '1984' over 23 years ago!!! But unfortunately this is indicative of life in the 21st century. In the meantime I wouldn't be too worried about this so called Essex School Governor. In fact looking on the bright side maybe Janice has caught the ear of someone in a high place who knows someone who has sufficient clout to take some positive action regarding her legitimate concerns. David Bowles ...who'll doubtless will be seen by over 300 CCTV cameras tomorrow, as will most other members of this forum! PS: This does remind me somewhat of what happened to me a while back when I signed up for and received a subscription to a list for Head Teachers ...yes they let me in without even enquiring if I was a Head! Now there is no way I'm going to reveal what was discussed on this list, other than to say almost all of this was pretty mundane and predictable. But what was really telling was their knee-jerk reaction after some three years of frequent posting by me when someone finally sussed I wasn't in fact a fellow Head Teacher (shock-horror!!!). Predictably I instantly booted off this list, despite the fact I'd built up and maintained a strong rapport with most of my fellow list members over more than two years. Furthermore the only subsequent response I received from them was a request from their nominated spokesperson enquiring "What was I intending to do with the information I'd gleaned from them?" -- this in an email that reeked of paranoia. My response was of course to reassure them quite truthfully I'd no intention of doing anything what at all with what I'd learned. Indeed the only reason I'd joined this list was because I wanted to understand better 'how the system worked' and at all levels -- from Head Teachers at one end of the spectrum to school care takers at the other ...incidentally I've discovered the latter are often a mine of information about what really goes on in schools. In summary; it seems the higher up you go up the greasy career pole the greater the paranoia regarding what happens lower down. ------------------------------ Message: 25 Date: Tue, 13 Jun 2006 10:04:18 +0100 From: "Beverley Green" <beverleygreen at cuckoohall.enfield.sch.uk> Subject: [senco-forum] SENCO Manger To: <senco-forum at lists.becta.org.uk> Message-ID: <75181EA781508D4EA04C58143ECCBEB60D7A88 at cuckoohall1.cuckoohall. enfield.sch.uk> Content-Type: text/plain; charset="US-ASCII" I am looking to purchase SENCO Manger from Blue hills software company. Can any Primary colleagues who use this product give me some feedback. Thanks Beverley End of senco-forum Digest, Vol 33, Issue 13 ******************************************* .. ..
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